Special Education; Teacher of Visually Impaired

Special Education (Teacher of Visually Impaired) – Position Summary

Special Education (Teacher of Visually Impaired) – Responsible for providing itinerant vision services to students with visual impairments in school settings.

• Position Type:
  Special Education / Special Education Teacher
• Date Posted: 4/16/2026
• Location:
  
  Districtwide
• Date Available:
  
  08/20/2026

• Bachelor's degree from an accredited college or university in special education specifying visual impairment.
• One (1) year of experience using assistive technology working with students who are visually impaired including specific training in conducting functional vision and learning media assessments.
• Valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment (059); (055).
• Ability to possess and retain a current Motor Vehicle operator's license.

Teachers in this job class must complete all State CEU requirements for re-certification.

• Thorough knowledge of visual problems, impairments, and blindness, and their implications for early developmental growth and learning.
• Thorough knowledge of birth defects and the interactive effects of vision loss on infants and toddlers with multiple impairments.
• Thorough knowledge of specific implications on learning and development for children with visual impairments.
• Ability to diagnostically assess need across all developmental areas, e.g., sensory, motor, language, self‑help, cognitive, affective and to implement a prescriptive instructional program for child and parent based on findings.
• Ability to develop parent education strategies and behavior management techniques.
• Excellent communication skills.
• Human relations skills.
• Ability to work with individuals from diverse backgrounds.

May direct the work of paraprofessionals.

• Adapts and modifies the curriculum and school materials into accessible formats for the visually impaired students.
• Provides direct instruction in compensatory skills, e.g., Braille, Assistive Technology, Utilization of Low vision, Abacus, etc.
• Chooses an appropriate Braille reading program for a blind child and incorporates it into the reading program being used in the classroom by the child's sighted peers.
• Develops an efficient weekly schedule that includes planning, observing, assessing, collaborating, adapting materials, direct instruction and consultation times.
• Develops and implements an Individualized Educational Plan (IEP) to address the child's visual needs.
• Performs Functional Vision Assessments and Learning Media Assessments and compiles the results and recommendations into well written reports for distribution to schools and parents.
• Provides in‑service trainings to school staffs on the best ways to work with a student with a visual impairment.
• Selects appropriate assistive technology for students and provides training on the technology so that they are able to access information visually and/or auditorially and/or tactilely.
• Shares community resources with students and families that pertain to blindness and low vision.
• Teaches students how to read and write literary and Nemeth Braille codes.
• Teaches students how to use low vision devices, such as hand‑held magnifiers and video magnifiers.
• Works with student's specific visual impairment(s) and the implications for developmental growth and learning and be able to share this information in an appropriate manner with school staffs.
• Performs related duties as requested.

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class including ability to lift/carry and transport adaptive materials and equipment to homes. A physical examination may be required.

Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.